Contributions of age of start, cognitive abilities and practice to musical task performance in childhood.
Identifieur interne : 000591 ( Main/Exploration ); précédent : 000590; suivant : 000592Contributions of age of start, cognitive abilities and practice to musical task performance in childhood.
Auteurs : Kierla Ireland [Canada] ; Thanya A. Iyer [Canada] ; Virginia B. Penhune [Canada]Source :
- PloS one [ 1932-6203 ] ; 2019.
Descripteurs français
- KwdFr :
- MESH :
- physiologie : Cognition.
- Adolescent, Analyse de variance, Analyse et exécution des tâches, Enfant, Facteurs âges, Humains, Musique, Stimulation acoustique.
English descriptors
- KwdEn :
- MESH :
Abstract
Studies with adult musicians show that beginning lessons before age seven is associated with better performance on musical tasks and enhancement in auditory and motor brain regions. It is hypothesized that early training interacts with periods of heightened neural development to promote greater plasticity and better learning and performance later in life. However, we do not know whether such effects can be observed in childhood. Moreover, we do not know the degree to which such effects are related to training, or whether early training has different effects on particular musical skills depending on their cognitive, perceptual or motor requirements. To address these questions, we compared groups of child musicians who had started lessons earlier or later on age-normed tests of rhythm synchronization and melody discrimination. We also matched for age, years of experience, working memory and global cognitive ability. Results showed that children who started early performed better on simple melody discrimination and that scores on this task were predicted by both age of start (AoS) and cognitive ability. There was no effect of AoS for the more complex rhythm or transposed melody tasks, but these scores were significantly predicted by working memory ability, and for transposed melodies, by hours of weekly practice. These findings provide the first evidence that earlier AoS for music training in childhood results in enhancement of specific musical skills. Integrating these results with those for adult musicians, we hypothesize that early training has an immediate impact on simple melody discrimination skills that develop early, while more complex abilities, like synchronization and transposition require both further maturation and additional training.
DOI: 10.1371/journal.pone.0216119
PubMed: 31022272
PubMed Central: PMC6483258
Affiliations:
Links toward previous steps (curation, corpus...)
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Iyer</name><affiliation wicri:level="1"><nlm:affiliation>Laboratory for Motor Learning and Neural Plasticity, Concordia University, Montreal, Quebec, Canada.</nlm:affiliation><country xml:lang="fr">Canada</country><wicri:regionArea>Laboratory for Motor Learning and Neural Plasticity, Concordia University, Montreal, Quebec</wicri:regionArea><wicri:noRegion>Quebec</wicri:noRegion></affiliation><affiliation wicri:level="1"><nlm:affiliation>International Laboratory for Brain, Music, and Sound Research (BRAMS), Montreal, Quebec, Canada.</nlm:affiliation><country xml:lang="fr">Canada</country><wicri:regionArea>International Laboratory for Brain, Music, and Sound Research (BRAMS), Montreal, Quebec</wicri:regionArea><wicri:noRegion>Quebec</wicri:noRegion></affiliation></author><author><name sortKey="Penhune, Virginia B" sort="Penhune, Virginia B" uniqKey="Penhune V" first="Virginia B" last="Penhune">Virginia B. Penhune</name><affiliation wicri:level="1"><nlm:affiliation>Laboratory for Motor Learning and Neural Plasticity, Concordia University, Montreal, Quebec, Canada.</nlm:affiliation><country xml:lang="fr">Canada</country><wicri:regionArea>Laboratory for Motor Learning and Neural Plasticity, Concordia University, Montreal, Quebec</wicri:regionArea><wicri:noRegion>Quebec</wicri:noRegion></affiliation><affiliation wicri:level="1"><nlm:affiliation>International Laboratory for Brain, Music, and Sound Research (BRAMS), Montreal, Quebec, Canada.</nlm:affiliation><country xml:lang="fr">Canada</country><wicri:regionArea>International Laboratory for Brain, Music, and Sound Research (BRAMS), Montreal, Quebec</wicri:regionArea><wicri:noRegion>Quebec</wicri:noRegion></affiliation></author></analytic><series><title level="j">PloS one</title><idno type="eISSN">1932-6203</idno><imprint><date when="2019" type="published">2019</date></imprint></series></biblStruct></sourceDesc></fileDesc><profileDesc><textClass><keywords scheme="KwdEn" xml:lang="en"><term>Acoustic Stimulation (MeSH)</term><term>Adolescent (MeSH)</term><term>Age Factors (MeSH)</term><term>Analysis of Variance (MeSH)</term><term>Child (MeSH)</term><term>Cognition (physiology)</term><term>Discrimination, Psychological (MeSH)</term><term>Humans (MeSH)</term><term>Music (MeSH)</term><term>Task Performance and Analysis (MeSH)</term></keywords><keywords scheme="KwdFr" xml:lang="fr"><term>Adolescent (MeSH)</term><term>Analyse de variance (MeSH)</term><term>Analyse et exécution des tâches (MeSH)</term><term>Cognition (physiologie)</term><term>Enfant (MeSH)</term><term>Facteurs âges (MeSH)</term><term>Humains (MeSH)</term><term>Musique (MeSH)</term><term>Stimulation acoustique (MeSH)</term></keywords><keywords scheme="MESH" qualifier="physiologie" xml:lang="fr"><term>Cognition</term></keywords><keywords scheme="MESH" qualifier="physiology" xml:lang="en"><term>Cognition</term></keywords><keywords scheme="MESH" xml:lang="en"><term>Acoustic Stimulation</term><term>Adolescent</term><term>Age Factors</term><term>Analysis of Variance</term><term>Child</term><term>Discrimination, Psychological</term><term>Humans</term><term>Music</term><term>Task Performance and Analysis</term></keywords><keywords scheme="MESH" xml:lang="fr"><term>Adolescent</term><term>Analyse de variance</term><term>Analyse et exécution des tâches</term><term>Enfant</term><term>Facteurs âges</term><term>Humains</term><term>Musique</term><term>Stimulation acoustique</term></keywords></textClass></profileDesc></teiHeader><front><div type="abstract" xml:lang="en">Studies with adult musicians show that beginning lessons before age seven is associated with better performance on musical tasks and enhancement in auditory and motor brain regions. It is hypothesized that early training interacts with periods of heightened neural development to promote greater plasticity and better learning and performance later in life. However, we do not know whether such effects can be observed in childhood. Moreover, we do not know the degree to which such effects are related to training, or whether early training has different effects on particular musical skills depending on their cognitive, perceptual or motor requirements. To address these questions, we compared groups of child musicians who had started lessons earlier or later on age-normed tests of rhythm synchronization and melody discrimination. We also matched for age, years of experience, working memory and global cognitive ability. Results showed that children who started early performed better on simple melody discrimination and that scores on this task were predicted by both age of start (AoS) and cognitive ability. There was no effect of AoS for the more complex rhythm or transposed melody tasks, but these scores were significantly predicted by working memory ability, and for transposed melodies, by hours of weekly practice. These findings provide the first evidence that earlier AoS for music training in childhood results in enhancement of specific musical skills. Integrating these results with those for adult musicians, we hypothesize that early training has an immediate impact on simple melody discrimination skills that develop early, while more complex abilities, like synchronization and transposition require both further maturation and additional training.</div></front></TEI><pubmed><MedlineCitation Status="MEDLINE" Owner="NLM"><PMID Version="1">31022272</PMID><DateCompleted><Year>2020</Year><Month>01</Month><Day>08</Day></DateCompleted><DateRevised><Year>2020</Year><Month>03</Month><Day>09</Day></DateRevised><Article PubModel="Electronic-eCollection"><Journal><ISSN IssnType="Electronic">1932-6203</ISSN><JournalIssue CitedMedium="Internet"><Volume>14</Volume><Issue>4</Issue><PubDate><Year>2019</Year></PubDate></JournalIssue><Title>PloS one</Title><ISOAbbreviation>PLoS One</ISOAbbreviation></Journal><ArticleTitle>Contributions of age of start, cognitive abilities and practice to musical task performance in childhood.</ArticleTitle><Pagination><MedlinePgn>e0216119</MedlinePgn></Pagination><ELocationID EIdType="doi" ValidYN="Y">10.1371/journal.pone.0216119</ELocationID><Abstract><AbstractText>Studies with adult musicians show that beginning lessons before age seven is associated with better performance on musical tasks and enhancement in auditory and motor brain regions. It is hypothesized that early training interacts with periods of heightened neural development to promote greater plasticity and better learning and performance later in life. However, we do not know whether such effects can be observed in childhood. Moreover, we do not know the degree to which such effects are related to training, or whether early training has different effects on particular musical skills depending on their cognitive, perceptual or motor requirements. To address these questions, we compared groups of child musicians who had started lessons earlier or later on age-normed tests of rhythm synchronization and melody discrimination. We also matched for age, years of experience, working memory and global cognitive ability. Results showed that children who started early performed better on simple melody discrimination and that scores on this task were predicted by both age of start (AoS) and cognitive ability. There was no effect of AoS for the more complex rhythm or transposed melody tasks, but these scores were significantly predicted by working memory ability, and for transposed melodies, by hours of weekly practice. These findings provide the first evidence that earlier AoS for music training in childhood results in enhancement of specific musical skills. Integrating these results with those for adult musicians, we hypothesize that early training has an immediate impact on simple melody discrimination skills that develop early, while more complex abilities, like synchronization and transposition require both further maturation and additional training.</AbstractText></Abstract><AuthorList CompleteYN="Y"><Author ValidYN="Y"><LastName>Ireland</LastName><ForeName>Kierla</ForeName><Initials>K</Initials><Identifier Source="ORCID">0000-0002-7630-2203</Identifier><AffiliationInfo><Affiliation>Laboratory for Motor Learning and Neural Plasticity, Concordia University, Montreal, Quebec, Canada.</Affiliation></AffiliationInfo><AffiliationInfo><Affiliation>International Laboratory for Brain, Music, and Sound Research (BRAMS), Montreal, Quebec, Canada.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Iyer</LastName><ForeName>Thanya A</ForeName><Initials>TA</Initials><AffiliationInfo><Affiliation>Laboratory for Motor Learning and 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Iyer</name><name sortKey="Iyer, Thanya A" sort="Iyer, Thanya A" uniqKey="Iyer T" first="Thanya A" last="Iyer">Thanya A. Iyer</name><name sortKey="Penhune, Virginia B" sort="Penhune, Virginia B" uniqKey="Penhune V" first="Virginia B" last="Penhune">Virginia B. Penhune</name><name sortKey="Penhune, Virginia B" sort="Penhune, Virginia B" uniqKey="Penhune V" first="Virginia B" last="Penhune">Virginia B. Penhune</name></country></tree></affiliations></record>Pour manipuler ce document sous Unix (Dilib)
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